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1.
J Nurs Adm ; 49(12): 604-609, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31725519

RESUMEN

Caring for multiple complex patients simultaneously is 1 of the biggest challenges for clinical nurses (CNs) in acute care. We utilized the results of research to develop a 6-hour Professional Nursing Practice Curriculum (PNPC) specifically for CNs who are professionally and legally responsible for providing holistic care to an assigned group of patients on inpatient clinical units in acute care hospitals. The curriculum can be used by faculty to prepare senior nursing students for their 1st professional practice role in an acute care setting. Components of the PNPC will be beneficial for nurse leaders in an assessment of their educational practices for transitioning newly licensed RNs to practice and addressing professional development needs of CNs.


Asunto(s)
Competencia Clínica , Enfermería de Cuidados Críticos/educación , Curriculum , Bachillerato en Enfermería/organización & administración , Enfermería Holística/educación , Rol Profesional , Estudiantes de Enfermería , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estados Unidos
2.
Nurs Educ Perspect ; 40(6): E25-E27, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31644461

RESUMEN

This funded project assisted veteran students to obtain a baccalaureate in nursing by aligning the skills learned through military training with concepts and skills valued by professional nursing and taught to nursing students. Nine concepts or skills were identified by nursing faculty that validated for course credit. The identified concepts and skills were incorporated into four simulation scenarios. Veteran students' skills were validated through simulation experiences in place of taking a three-credit nursing course. Anecdotal data from the debriefing process were rich with students' experiences and gratitude for being recognized for their military knowledge and service.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Innovación Organizacional , Estudiantes de Enfermería , Veteranos , Docentes de Enfermería , Humanos
3.
Nurs Educ Perspect ; 40(6): 317-321, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31658217

RESUMEN

AIM: The purpose of this study was to identify whether differences exist in nursing professional values based on program type and/or geographic location. BACKGROUND: Deliberate inclusion of values formation is critical to nursing education and high-quality nursing care. There is limited research comparing professional values development among students in all types of prelicensure RN programs and no research comparing students' professional values between geographic regions. METHOD: A secondary analysis was completed of original data collected in three descriptive studies using the Nursing Professional Value Scale-Revised®. RESULTS: Findings indicate prelicensure nursing students are educated with the values integrated within the American Nurses Association Code of Ethics. Significant differences (p < .05) were found when comparing geographic locations, program types, and Nursing Professional Value Scale-Revised factor scores. CONCLUSION: Additional research is needed to identify best practices for overall values formation in all program types.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Ética en Enfermería/educación , Profesionalismo/educación , Estudiantes de Enfermería/psicología , Geografía , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados Unidos
4.
Br J Nurs ; 28(17): 1136-1143, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556728

RESUMEN

Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.


Asunto(s)
Instrucción por Computador , Bachillerato en Enfermería/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/psicología
5.
Br J Nurs ; 28(17): 1130-1134, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556734

RESUMEN

BACKGROUND: student nurses who attend preregistration nursing programmes in the UK are assessed on their academic work and their performance in clinical placement. Some of them require reasonable adjustments to be made in order to support their learning. Although there is national guidance on making reasonable adjustments for academic work, information on this associated with clinical placement is limited. The nursing literature reports varying levels of success in facilitating reasonable adjustments in clinical placement. AIM: to explore the experiences of student nurses who require reasonable adjustments and their link lecturers associated with the facilitation of this support in clinical placement. METHOD: a descriptive phenomenological methodology was adopted. Data were collected using semistructured interviews with seven student nurses and three link lecturers from three fields of nursing (adult, child and mental health). Audiorecorded interview data were transcribed, coded and thematically analysed. Phenomena were identified and discussed, viewed through relevant educational theoretical lenses and in conjunction with nursing research literature. FINDINGS: three main themes emerged: defining reasonable adjustments, supporting students, and being professional. CONCLUSION: all study participants could define reasonable adjustments and described a variety of experiences of these being facilitated in clinical placement. The process could be complex and depended on many factors that could promote or hinder the provision of support.


Asunto(s)
Personas con Discapacidad/psicología , Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Evaluación Educacional , Humanos , Relaciones Interprofesionales , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Reino Unido
6.
Br J Nurs ; 28(17): 1124-1128, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556740

RESUMEN

Coaching is an intervention that facilitates another person's learning, development and performance. Applied to student nurse practice placement learning, coaching has the potential to boost leadership learning that is student led, less focused on following the directions of a mentor and more focused on students taking responsibility for identifying their learning goals and objectives. This article gives personal perspectives about how a collaboration between four Greater Manchester (GM) universities and their partner practice organisations developed, implemented and evaluated a coaching approach to student nurse clinical leadership development and peer learning, while increasing practice placement capacity-the GM Synergy model. Perspectives are given on setting up a project team, testing the model before implementation and developing a robust evaluation framework. Coaching as a model for student support and clinical leadership development is in line with the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses document, with the practice supervisor role complementing the role of the coach in clinical practice.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Liderazgo , Aprendizaje , Tutoría/organización & administración , Estudiantes de Enfermería/psicología , Inglaterra , Humanos , Relaciones Interinstitucionales , Modelos Educacionales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Universidades/organización & administración
7.
J Nurs Adm ; 49(10): 463-465, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31517754

RESUMEN

This article describes an innovative academic-practice partnership designed to promote new nurse competency and meet employer needs for graduates with in-demand knowledge and competencies in specialty patient populations. Three practice partners identified areas of need and with the school of nursing developed specialty nursing elective courses with precepted clinical experiences.


Asunto(s)
Curriculum , Bachillerato en Enfermería/organización & administración , Relaciones Interinstitucionales , Colaboración Intersectorial , Personal de Enfermería en Hospital/educación , Preceptoría/organización & administración , Adulto , Femenino , Humanos , Masculino , Estados Unidos , Adulto Joven
8.
Nurs Educ Perspect ; 40(6): 358-360, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31478988

RESUMEN

The educational structure of many nursing programs is largely monocultural, with a traditional pedagogy. Empowered holistic nursing education (EHNE) creates a learning environment with more cultural responsiveness and support for diverse classrooms. The aim of this study was to determine what impact the theory had on diversification. With EHNE the philosophical framework of a new RN-to-BSN program, student demographic data were collected, along with exit survey questions. A statistically significant increase was found in the diversification of the six cohorts. The EHNE shows potential as a programmatic framework for increasing diversification of the nursing profession.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Enfermería Holística/educación , Filosofía en Enfermería , Diversidad Cultural , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y Cuestionarios
10.
Nurs Educ Perspect ; 40(5): 291-294, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436692

RESUMEN

AIM: The study purpose was to describe current international clinical experience (ICE) practices in RN prelicensure programs in the United States. BACKGROUND: There is interest in ICE to fulfill the goal of preparing global citizens; however, lack of evidence on developing, implementing, and evaluating best practices for ICE limits the enactment of this approach. METHOD: An electronic survey was completed by 900 deans and/or directors of diploma, associate, bachelor's, accelerated bachelor's, and master's-entry RN prelicensure programs. RESULTS: Respondents (n = 241, 27 percent) indicated their programs included ICE. Across programs, ICE occurred most often in community health courses. The predominant reason for offering ICE was alignment with the institutional mission and vision. CONCLUSION: Wide variability exists in methods used to implement ICE for credit toward the nursing major. There is a need to continue to assess and disseminate best practices in implementing ICE to accomplish the goal of global health engagement.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Intercambio Educacional Internacional , Salud Global , Metas , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Encuestas y Cuestionarios , Estados Unidos
11.
Nurs Outlook ; 67(6): 765-775, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31378414

RESUMEN

BACKGROUND: The abundant knowledge on nursing students' competencies in clinical safety, and the multiple approaches adopted make it difficult to obtain an overview of the current status of this question. PURPOSE: To review the literature on undergraduate nursing students' safety competencies during their clinical placements. METHOD: A scoping review was carried out. Searches were executed in PubMed, CINAHL, WOS, MEDES, and websites of relevant organizations. The framework proposed by the Joanna Briggs Institute was adopted. FINDINGS: A total of 43 studies were selected for the final sample. The review identified four major topics: the presence of adverse events in clinical placements, the acquisition of competencies in clinical safety, student experiences regarding clinical safety, and pedagogical approaches for clinical safety. DISCUSSION: Nursing students encounter adverse events and clinical safety incidents throughout their clinical training. Faculties should assign the highest priority to this question, due to its importance in the creation of a culture of safety.


Asunto(s)
Competencia Clínica , Bachillerato en Enfermería/organización & administración , Seguridad del Paciente , Preceptoría/organización & administración , Administración de la Seguridad/organización & administración , Estudiantes de Enfermería/estadística & datos numéricos , Adulto , Femenino , Humanos , Masculino , Adulto Joven
12.
Artículo en Inglés | MEDLINE | ID: mdl-31382548

RESUMEN

BACKGROUND: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students' participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. METHODS: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. RESULTS: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. CONCLUSION: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Investigación en Educación de Enfermería , Estudiantes de Enfermería/psicología , Adulto , Curriculum , Bachillerato en Enfermería/normas , Práctica Clínica Basada en la Evidencia , Femenino , Conocimientos, Actitudes y Práctica en Salud , Humanos , Entrevistas como Asunto , Conocimiento , Masculino , Persona de Mediana Edad , Investigación Cualitativa , España , Enseñanza
14.
Nurs Educ Perspect ; 40(5): 309-311, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31335493

RESUMEN

The PICO (Population/Problem, Intervention, Comparison, Outcome) framework is widely accepted for posing evidence-based practice questions. This framework offers prelicensure nursing students a structured process for synthesizing nursing knowledge with the best available evidence to make decisions for practice. However, students in an international outreach course may find that evidence-based practice is not available in-country; furthermore, it may not be congruent with a population's culture. Faculty guidance helps students enrolled in international outreach courses to integrate cultural competence into the PICO structure. A case study illustrates how the framework was applied during an undergraduate nursing outreach course to Nicaragua.


Asunto(s)
Competencia Cultural/educación , Bachillerato en Enfermería/organización & administración , Enfermería Basada en la Evidencia/educación , Intercambio Educacional Internacional , Curriculum , Humanos , Nicaragua , Investigación en Educación de Enfermería , Estudiantes de Enfermería/psicología
15.
Br J Nurs ; 28(13): 848-856, 2019 Jul 11.
Artículo en Inglés | MEDLINE | ID: mdl-31303033

RESUMEN

The need for nurses to understand human behaviour in the context of effective caring has long been established; however, there is no consensus over the teaching and learning of psychology. Recent reported failures in compassionate care have prompted academics and clinicians to revisit this discussion and examine the challenges this poses to education. The author therefore recognises the need to take stock to see if we are any closer to answering the critical question of how to help students use psychology to understand themselves and the people they will be caring for. A literature review was conducted to examine current research and texts that address the teaching of psychology to undergraduate adult nursing students. The aim was to frame recent discussion in the context of current pre-registration education, rather than revisit the historic argument. Three common themes emerged from the review: the content of psychology taught; the methods of teaching psychology to nurses; and the application of psychological theory to nursing practice. These themes became the focus of further content analysis. A consensus is emerging from the traditionally opposed skills and theory camps that psychological literacy is essential to caring. Psychological content must not be diluted, neglected or eroded, and the essentials of this need to be defined and taught in a manner that is simple to understand and can be applied to real people. In undergraduate education, there is an increasing emphasis on structured reflection, which is used to forge links between student cognition, emotion and behaviour to reinforce theoretical psychological concepts. The similarities between models of reflection and cognitive behavioural psychological conceptualisation are a possible area for future investigation.


Asunto(s)
Curriculum , Bachillerato en Enfermería/organización & administración , Psicología/educación , Adulto , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
16.
Br J Nurs ; 28(13): 864-867, 2019 Jul 11.
Artículo en Inglés | MEDLINE | ID: mdl-31303044

RESUMEN

Nurses have a public health role, requiring them to promote the health of individuals and communities, and to engage at a political and policy level to improve population health. There is also a professional expectation that nurses will model healthy behaviours and take responsibility for their personal health and wellbeing. However, studies have indicated that undergraduate nurses find the academic and practice elements of their nursing programmes stressful. To manage their stress many use coping behaviours that negatively impact on their health and wellbeing and may influence their ability and willingness to effectively support health promotion in practice. It is widely recognised that environments influence health outcomes and personal health behaviours. This article addresses some of the structural causes of student nurse stress and highlights a recent educational initiative at a UK university that aims to equip student nurses with the practical skills required to engage in health promotion and thereby provide benefits for service users and student nurses alike.


Asunto(s)
Competencia Clínica , Bachillerato en Enfermería/organización & administración , Promoción de la Salud/organización & administración , Autocuidado/psicología , Estudiantes de Enfermería/psicología , Adaptación Psicológica , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estrés Psicológico/psicología , Reino Unido
17.
Nurse Educ ; 44(5): 261-264, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31305358

RESUMEN

BACKGROUND: Patient safety efforts in practice have focused on creating a just culture where errors can be identified and reported, and system remedies created to prevent reoccurrence. The same is not true of nursing education where student experiences with error and the sequelae that follow focus on individual performance. PURPOSE: The purpose of this study was to adapt the Just Culture Assessment Tool (JCAT) used in practice settings into a valid and reliable instrument to evaluate just culture in academic settings. METHODS: A 27-item instrument was adapted for academia. Content validity was established. Reliability was determined in a pilot study with 133 prelicensure nursing students. RESULTS: The scale content validity index (CVI) was calculated at 1. The reliability of the instrument is strong (α = .75). CONCLUSIONS: The CVI and pilot study findings support the use of the JCAT for Nursing Education as a valid and reliable instrument to evaluate student perception of just culture in academia.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Errores Médicos/enfermería , Cultura Organizacional , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Femenino , Humanos , Masculino , Errores Médicos/prevención & control , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Seguridad del Paciente , Proyectos Piloto , Reproducibilidad de los Resultados , Estudiantes de Enfermería/estadística & datos numéricos , Adulto Joven
18.
J Nurs Educ ; 58(6): 360-363, 2019 Jun 01.
Artículo en Inglés | MEDLINE | ID: mdl-31157906

RESUMEN

BACKGROUND: The nation's opioid crisis has caused the nursing profession to examine pain management practices, including assessment of pain, diagnosis, and treatment. Nursing programs have the opportunity to play a vital role in addressing the opioid crisis by enhancing the pain management content in their curriculum. METHOD: A nursing elective course was designed and implemented that allowed nursing students to examine appropriate pain assessment, the role of the nurse, best practices in pharmaceutical treatment, and attitudes and biases that may exist. The course was designed by a pharmacist and co-taught with a nurse practitioner. RESULTS: The course consisted of 25 nursing students mixed from the baccalaureate nursing (BSN) degree and RN-to-BSN programs. There was a success rate of 100% and an overall satisfaction rate of 97%. CONCLUSION: This course met several goals: (a) the need for an elective; (b) achievement of two nursing program outcomes; (c) increased nursing student knowledge relating to appropriate pain management using an interdisciplinary approach; and (d) camaraderie created between school programs. [J Nurs Educ. 2019;58(6):360-363.].


Asunto(s)
Curriculum , Bachillerato en Enfermería , Bachillerato en Enfermería/organización & administración , Humanos , Comunicación Interdisciplinaria
19.
Nurs Educ Perspect ; 40(6): E28-E30, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31169780

RESUMEN

This article describes the process of competence-based curriculum development in nursing education at Western Balkan (WB) universities. Nursing education in the WB has been noncompliant with the standard educational approaches of the European Union's directive on regulated professions. The overall aim of the TEMPUS project "Competency-Based Curriculum Reform in Nursing and Caring in Western Balkan Universities" was to bring curricular reform for bachelor's nursing education in the WB region in line with competence-based education and professional standards to demonstrate compliance with all member countries of the European Union.


Asunto(s)
Educación Basada en Competencias/organización & administración , Curriculum , Bachillerato en Enfermería/organización & administración , Peninsula Balcánica , Humanos
20.
Nurs Educ Perspect ; 40(6): 352-354, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31232874

RESUMEN

With the downsizing of military forces and the support of GI Bill benefits, a growing number of veterans are returning to college. Using a qualitative descriptive approach, the researchers sought to understand the transition experiences of 11 veterans enrolled in baccalaureate nursing programs. Data suggest the transition process is challenging, marked by significant change in structure and culture from one context to the next. Veterans return to school to learn and seek meaning and purpose in the pursuit of a nursing degree. Faculty understanding of military culture is a first step in guiding the student veteran to success in nursing education.


Asunto(s)
Adaptación Psicológica , Estudiantes de Enfermería/psicología , Veteranos/psicología , Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Humanos , Cultura Organizacional , Investigación Cualitativa
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